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“Nine-tenths of education is
encouragement”
                ---Anatole France
Preface
   A good teacher must not only be a smart and
    approachable scholar, but also a dramatic
    success. Like actors, teachers can develop
    specific skills to enhance their communication of
    ideas. As a teacher you do need to perform. This
    means      becoming        a     salesperson, a
    performance artist, and an enthusiastic,
    passionate person in the classroom. The
    following skills are all part of a successful teacher’s
    dramatic repertoire.
Subject Matter Mastery

 Ofcourse you must
 know the material well
 before you can deliver
 your message
 effectively. Consider the
 extent to which your
 classroom performance
 might be enhanced
 simply by better
 preparation.
Develop your own curriculum,
lessons, and teaching methods

 The best parts of any
  course are the parts
  you could not possibly
  standardize or test.
 Don’t be afraid to be
  creative.
Vocal Animation

 Varying the pitch, volume, quality, and rate of
 your voice enhances your expressiveness and
 overall style.
Physical Animation
 Physical gestures--such as
  sweeping the air with
  hands--help you clarify,
  describe, and emphasize
  points. Gesturing and
  moving about the room can
  help constructively use up
  some of your nervous
  energy
Classroom Space

 Be sure that you can
 be seen and heard by
 students seated at
 various points in the
 classroom. Break away
 from the podium, desk,
 or chalkboard
Humour

 Try using constructive (i.e.,
  nonhostile) humor: Show
  cartoons or tell funny stories
  that relate a point, put corny
  stickers that say “Good
  Job!” on assignments well
  done, and add some joke to
  an exam or assignment.
  Students learn more when
  they’ve having fun.
Role playing
   You can portray a particular
    character--say, the central figure
    in the material being studied--
    using costumes and other props.
    (But allow an opportunity for
    “debriefing” after your role-play
    to be sure that students
    understood the overall point.)
    You may also want to take on
    the role of narrator and tell a
    story to the class.
Props

 Bring  a three dimensional
  object or something to
  use with electronic media
  into the classroom to
  integrate into the lecture
  or discussion.
Suspense & Surprise
   The use of suspense makes
    material more intriguing for
    students. Try developing an
    “anticipatory set” at the
    beginning of class: a question
    which you will answer by the
    end of class. (Examples might
    be: “What is ‘heavy’ about
    heavy water?” or “Why did
    Napoleon hold his hand inside
    his coat?”)
Preparation
 Of course, to have the energy
 and self-confidence to use
 props, surprising behaviors,
 jokes, and other techniques
 noted above, you must
 prepare. In order to be
 enthused in the classroom,
 you must capture the passion
 for the subject matter and for
 the teaching-learning process.
Classroom Management

 Your dramatic skills will also
 help you manage
 uncomfortable situations in
 the classroom. For instance,
 you can carry a portable
 phone and pretend to make
 a call to someone when a
 student is being disruptive
 (prop, humor).
Patience
   My best teachers were
    those who were willing to
    keep explaining, knowing
    that eventually it would
    make sense. They were
    willing to wait until a
    distraction calmed students
    down, or abandon a lesson
    entirely if it was clear
    material needed to be
    revisited.
Confidence
   The best teachers laugh off
    their mistakes: chalk
    breaking, books dropped,
    TVs not working. Where
    some teachers are flustered,
    the good teachers struggles
    and go on about the lesson,
    sometimes even joking about
    the mess up.
Compassion for Students
   The best teachers have a sixth
    sense when a student needed
    extra attention and gave it
    gladly. They take the time to
    discuss subjects outside their
    teaching, knowing that
    sometimes lessons can still be
    taught without following the
    textbook. Good teachers are
    willing to speak up for us to
    other teachers, if need be.
Understanding

 Good  teachers have
 understanding – not only the
 sixth sense mentioned
 above, but true
 understanding of how to
 teach. They don’t have a
 rigid technique that they
 insist on using even if it don’t
 help us learn.
Dedication to excellence
   The best teachers encourage
    the sharing of ideas and offer
    incentives (like not having to do
    homework for a day) to get
    students to think outside the
    box. They don’t tolerate
    students’ badmouthing other
    teachers, doing their best to
    point out that other teachers are
    human too. They encourage
    students to be good people, not
    just good memorizers of text.
Unwavering support

 The best teachers know that everyone is able
 to do well if they have the right teacher. They
 don’t accept that a student is a lost cause.
 They encourage if you are frustrated and
 provide true belief that you can get the
 material.
Willingness to help student achieve
   Best teachers are those that
    don’t stop teaching when the
    bell rings. They know that
    some need extra attention or
    assistance, and they don’t act
    like it’s not their job. They
    take that job seriously and
    know they aren’t just
    employed to get students to
    be able to do higher math,
    but do well in life.
Pride in student’s Accomplishments

   Best teachers are those that
    don’t stop teaching when the
    bell rings. They know that
    some need extra attention or
    assistance, and they don’t
    act like it’s not their job. They
    take that job seriously and
    know they aren’t just
    employed to get students to
    be able to do higher math,
    but do well in life.
Passion for life

 The best teachers aren’t just interested in their
 subject, they are passionate about it. They are
 also passionate about many other things. They
 praise good weather and smile when they take a
 few minutes to discuss last night’s episode of a
 popular TV show.
Determine your philosophy

 Many classroom
 management plans
 begin with the
 teacher's philosophy
 of teaching,
 controlling&
 motivation
Understand what a classroom
management plan is used for

A classroom management
 plan is designed to help
 you get and maintain
 control of the classroom. It
 helps instructors know how
 to deal with unwanted
 behavior such as showing
 up late, a rude attitude, or
 incomplete assignments
Write down

 Beas specific and detailed as possible. Write
 down the points so that students can be able to
 take note as required
Incorporate school policies and
procedures

   DIS has its own set of
    guidelines for classroom
    management, such as the
    number of absences allowed,
    when late work needs to be
    turned in, and the deadline
    for dropping a class. Build off
    these to create a positive
    classroom environment for
    your students.
Consider preventative methods of
classroom management

 Classroom    management is
 not just about punishing
 students who behave
 poorly. It is also about
 practicing preventative
 measures that help you get
 control of a classroom
 before someone
 misbehaves.
Define classroom rules

 Itis important that you follow these rules, too.
  Set the example for students and let them
  know they can trust you to keep your word
Explain consequences for breaking
those rules

 Communicate   consequences
 up front so students know what
 to expect when they behave
 inappropriately. These can be
 explained the first day of class,
 put on a poster in the
 classroom, or included in the
 course syllabus. Be as specific
 as possible. Then be sure to
 follow through.
Use Technology

 Tryto use modern technology and provide
  updated information to your students
Always be in control of the classroom

   Being vigilant in the classroom
    is the best way to not only
    catch students cheating, but
    to prevent cheating from
    happening in the first place.
   Always greet students as they
    come into the classroom.
    Look at their hands/arms to
    make sure they didn't turn
    them into cheat sheets…
Stand Out

   You need to stand out, catch their
    attention and hold it.
   Be Vocal. Have an opinion and
    make sure you submit it at an
    appropriate time. Avoid talking too
    much and/or being too
    opinionated.
   Be passionate about what you're
    teaching. Wide eyes, a grin and
    barely suppressed enthusiasm
    does wonders for a student.
Stand Out

   Be energetic. Enthusiasm is
    contagious.
   Bend a few rules. This
    requires a bit of care, but
    tends to really establish trust.
    Discretely give them a bit
    more time to do it and make
    the topic a little bit easier.
    Yes it's bending the rules, but
    what you're doing is
    eliminating reasons for this to
    repeat itself.
Stand Out

   Go the extra mile... Do more than the
    average teacher is expected to do. If
    students fail to do the work on time,
    Call them after class and go through
    the entire assignment with them.
   Put an effort into your appearance.
    You need to make a good
    impression, make sure you walk into
    class looking good. Try to dress a
    little better or differently than the
    average person.
Volunteer Information

 Thisdoesn't seem as important, but most
  teachers don't do it or don't do it right. Keep the
  students updated with recent developments
  regarding their subject.
Brag a little but not too much

 You are trying to convince
 students that you are worth
 listening to, especially if you are
 trying to motivate them towards
 your field of study. You need to
 exhibit your talents. You are not
 just a teacher, you are really
 and truly good at what you do.
Pay attention

 Ifa student looks
  depressed or unwell. Call
  them out after class and
  just ask them if they are
  alright. Try to keep yourself
  semi-occupied when you do
  this. Look at them when
  you ask but don't keep
  staring at them until they
  answer you.
Bring out student opinions

   Ask them what their opinions are
    on certain issues. Avoid
    questions like: "What do you think
    about the Presidential Election?",
    this tends to be a bit annoying.
    Just throw a one-liner that they
    can't avoid answering like
    "Democrat or Republican?". If
    their opinion differ from yours or
    are the same as yours, argue
    with them lightly.
Make a difference

   If you see a problem or
    issue worth tackling, bring
    it up. Tell the students you
    want to do something
    about it and ask them what
    they think. Deal with the
    problem together and you'll
    make a difference together.
Make your expectations clear

   Tell your entire class what you
    expect of them. What you want
    them to become. What kind of
    contributions you want them to
    make in their field, and in the world.
    Be passionate and be genuine.
    The most critical mistake that
    teachers make with this speech is
    this: they deliver it at the beginning
    of their class with the students.
    This usually brings about an
    opposite motivation.
Take pride in being as good a teacher
as you can

 Ifyou can’t bring yourself to
  care enough to really bring
  an outstanding effort to
  your teaching, in terms of
  planning, preparation and
  delivery, there is nothing I
  (or anyone else) can tell
  you that will make you a
  good teacher.
Love the subject you’re teaching

 Ifyou can’t bring yourself to
  come in excited and
  enthusiastic for your lesson
  & love it like it’s the greatest
  thing in the world —
  because for you, it actually
  is — your students will
  know.
Don’t fall into the trap of having to
cover everything

 It’smuch better to do
  the best you can in
  the time you have to
  do it, and to choose
  what you think is most
  important, than it is to
  expose students to
  every little detail.
Teach the right way for your own style

 Teaching  is as much
 about learning what works
 for students (and you
 know some of this: you
 were once a student) as it
 is about learning what
 works for you.
Jump Out of the Box

    Do not talk slowly and deliberately. If
     you are a slow speaker generally, try
     talking faster than usual.
    Don't put yourself out as 'friend not
     teacher'. You need to respect the
     boundary here. You are a teacher,
     just a really good and different one.
    If you are having a bad day, don't let
     it show. If you are upset or angry,
     don't let it show. You need to be the
     superhero figure here.
Jump Out of the Box

   Make your involvement seem
    effortless. Whether you're
    talking, teaching, listening,
    clearing up your desk, reading
    something. You need to make
    it look completely effortless.
   Do not be over-attentive.
   Do not smile too much and
    don't smile to the whole class.
    Smile occasionally and to a
    specific person.
Jump Out of the Box

   You are fallible, and you
    should be able to admit to
    your students when you’ve
    done something that you
    wished you had done better.
   Model what you expect them
    to do. If you expect them to
    solve problems, solve some
    similar examples for them in
    class.
   Give them practice.
Jump Out of the Box

   Your evaluation (i.e. tests and
    quizzes) should be formed based
    on the original objective. It should
    evaluate how well the students
    met the objectives you set out
    when planning your lessons.
   You should be at least 1-2 weeks
    ahead in terms of your lesson
    plans.
   It is never too late to start to
    implement these tips and ideas.
Video & Other References
   http://www.authorstream.com/Presentation/cblackmore-223623-changing-role-teacher-
    slidecast-module3-final2-entertainment-ppt-powerpoint/

   http://www.youtube.com/watch?v=UrK2mg9h7kE&feature=related

   http://www.youtube.com/watch?v=2Lh_PnO6Neg&feature=related

   http://www.slideshare.net/lionnagaraju/what-makes-a-good-teacher

   http://www.authorstream.com/Presentation/bmchaudhari-228633-good-teacher-education-
    ppt-powerpoint/

   http://www.pptpoint.com/PPTTopics.htm
Thank You

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Teachers training presentation

  • 1. “Nine-tenths of education is encouragement” ---Anatole France
  • 2. Preface  A good teacher must not only be a smart and approachable scholar, but also a dramatic success. Like actors, teachers can develop specific skills to enhance their communication of ideas. As a teacher you do need to perform. This means becoming a salesperson, a performance artist, and an enthusiastic, passionate person in the classroom. The following skills are all part of a successful teacher’s dramatic repertoire.
  • 3.
  • 4. Subject Matter Mastery  Ofcourse you must know the material well before you can deliver your message effectively. Consider the extent to which your classroom performance might be enhanced simply by better preparation.
  • 5. Develop your own curriculum, lessons, and teaching methods  The best parts of any course are the parts you could not possibly standardize or test.  Don’t be afraid to be creative.
  • 6. Vocal Animation  Varying the pitch, volume, quality, and rate of your voice enhances your expressiveness and overall style.
  • 7. Physical Animation  Physical gestures--such as sweeping the air with hands--help you clarify, describe, and emphasize points. Gesturing and moving about the room can help constructively use up some of your nervous energy
  • 8. Classroom Space  Be sure that you can be seen and heard by students seated at various points in the classroom. Break away from the podium, desk, or chalkboard
  • 9. Humour  Try using constructive (i.e., nonhostile) humor: Show cartoons or tell funny stories that relate a point, put corny stickers that say “Good Job!” on assignments well done, and add some joke to an exam or assignment. Students learn more when they’ve having fun.
  • 10. Role playing  You can portray a particular character--say, the central figure in the material being studied-- using costumes and other props. (But allow an opportunity for “debriefing” after your role-play to be sure that students understood the overall point.) You may also want to take on the role of narrator and tell a story to the class.
  • 11. Props  Bring a three dimensional object or something to use with electronic media into the classroom to integrate into the lecture or discussion.
  • 12. Suspense & Surprise  The use of suspense makes material more intriguing for students. Try developing an “anticipatory set” at the beginning of class: a question which you will answer by the end of class. (Examples might be: “What is ‘heavy’ about heavy water?” or “Why did Napoleon hold his hand inside his coat?”)
  • 13. Preparation  Of course, to have the energy and self-confidence to use props, surprising behaviors, jokes, and other techniques noted above, you must prepare. In order to be enthused in the classroom, you must capture the passion for the subject matter and for the teaching-learning process.
  • 14. Classroom Management  Your dramatic skills will also help you manage uncomfortable situations in the classroom. For instance, you can carry a portable phone and pretend to make a call to someone when a student is being disruptive (prop, humor).
  • 15. Patience  My best teachers were those who were willing to keep explaining, knowing that eventually it would make sense. They were willing to wait until a distraction calmed students down, or abandon a lesson entirely if it was clear material needed to be revisited.
  • 16. Confidence  The best teachers laugh off their mistakes: chalk breaking, books dropped, TVs not working. Where some teachers are flustered, the good teachers struggles and go on about the lesson, sometimes even joking about the mess up.
  • 17. Compassion for Students  The best teachers have a sixth sense when a student needed extra attention and gave it gladly. They take the time to discuss subjects outside their teaching, knowing that sometimes lessons can still be taught without following the textbook. Good teachers are willing to speak up for us to other teachers, if need be.
  • 18. Understanding  Good teachers have understanding – not only the sixth sense mentioned above, but true understanding of how to teach. They don’t have a rigid technique that they insist on using even if it don’t help us learn.
  • 19. Dedication to excellence  The best teachers encourage the sharing of ideas and offer incentives (like not having to do homework for a day) to get students to think outside the box. They don’t tolerate students’ badmouthing other teachers, doing their best to point out that other teachers are human too. They encourage students to be good people, not just good memorizers of text.
  • 20. Unwavering support  The best teachers know that everyone is able to do well if they have the right teacher. They don’t accept that a student is a lost cause. They encourage if you are frustrated and provide true belief that you can get the material.
  • 21. Willingness to help student achieve  Best teachers are those that don’t stop teaching when the bell rings. They know that some need extra attention or assistance, and they don’t act like it’s not their job. They take that job seriously and know they aren’t just employed to get students to be able to do higher math, but do well in life.
  • 22. Pride in student’s Accomplishments  Best teachers are those that don’t stop teaching when the bell rings. They know that some need extra attention or assistance, and they don’t act like it’s not their job. They take that job seriously and know they aren’t just employed to get students to be able to do higher math, but do well in life.
  • 23. Passion for life  The best teachers aren’t just interested in their subject, they are passionate about it. They are also passionate about many other things. They praise good weather and smile when they take a few minutes to discuss last night’s episode of a popular TV show.
  • 24. Determine your philosophy  Many classroom management plans begin with the teacher's philosophy of teaching, controlling& motivation
  • 25. Understand what a classroom management plan is used for A classroom management plan is designed to help you get and maintain control of the classroom. It helps instructors know how to deal with unwanted behavior such as showing up late, a rude attitude, or incomplete assignments
  • 26. Write down  Beas specific and detailed as possible. Write down the points so that students can be able to take note as required
  • 27. Incorporate school policies and procedures  DIS has its own set of guidelines for classroom management, such as the number of absences allowed, when late work needs to be turned in, and the deadline for dropping a class. Build off these to create a positive classroom environment for your students.
  • 28. Consider preventative methods of classroom management  Classroom management is not just about punishing students who behave poorly. It is also about practicing preventative measures that help you get control of a classroom before someone misbehaves.
  • 29. Define classroom rules  Itis important that you follow these rules, too. Set the example for students and let them know they can trust you to keep your word
  • 30. Explain consequences for breaking those rules  Communicate consequences up front so students know what to expect when they behave inappropriately. These can be explained the first day of class, put on a poster in the classroom, or included in the course syllabus. Be as specific as possible. Then be sure to follow through.
  • 31. Use Technology  Tryto use modern technology and provide updated information to your students
  • 32. Always be in control of the classroom  Being vigilant in the classroom is the best way to not only catch students cheating, but to prevent cheating from happening in the first place.  Always greet students as they come into the classroom. Look at their hands/arms to make sure they didn't turn them into cheat sheets…
  • 33. Stand Out  You need to stand out, catch their attention and hold it.  Be Vocal. Have an opinion and make sure you submit it at an appropriate time. Avoid talking too much and/or being too opinionated.  Be passionate about what you're teaching. Wide eyes, a grin and barely suppressed enthusiasm does wonders for a student.
  • 34. Stand Out  Be energetic. Enthusiasm is contagious.  Bend a few rules. This requires a bit of care, but tends to really establish trust. Discretely give them a bit more time to do it and make the topic a little bit easier. Yes it's bending the rules, but what you're doing is eliminating reasons for this to repeat itself.
  • 35. Stand Out  Go the extra mile... Do more than the average teacher is expected to do. If students fail to do the work on time, Call them after class and go through the entire assignment with them.  Put an effort into your appearance. You need to make a good impression, make sure you walk into class looking good. Try to dress a little better or differently than the average person.
  • 36. Volunteer Information  Thisdoesn't seem as important, but most teachers don't do it or don't do it right. Keep the students updated with recent developments regarding their subject.
  • 37. Brag a little but not too much  You are trying to convince students that you are worth listening to, especially if you are trying to motivate them towards your field of study. You need to exhibit your talents. You are not just a teacher, you are really and truly good at what you do.
  • 38. Pay attention  Ifa student looks depressed or unwell. Call them out after class and just ask them if they are alright. Try to keep yourself semi-occupied when you do this. Look at them when you ask but don't keep staring at them until they answer you.
  • 39. Bring out student opinions  Ask them what their opinions are on certain issues. Avoid questions like: "What do you think about the Presidential Election?", this tends to be a bit annoying. Just throw a one-liner that they can't avoid answering like "Democrat or Republican?". If their opinion differ from yours or are the same as yours, argue with them lightly.
  • 40. Make a difference  If you see a problem or issue worth tackling, bring it up. Tell the students you want to do something about it and ask them what they think. Deal with the problem together and you'll make a difference together.
  • 41. Make your expectations clear  Tell your entire class what you expect of them. What you want them to become. What kind of contributions you want them to make in their field, and in the world. Be passionate and be genuine. The most critical mistake that teachers make with this speech is this: they deliver it at the beginning of their class with the students. This usually brings about an opposite motivation.
  • 42. Take pride in being as good a teacher as you can  Ifyou can’t bring yourself to care enough to really bring an outstanding effort to your teaching, in terms of planning, preparation and delivery, there is nothing I (or anyone else) can tell you that will make you a good teacher.
  • 43. Love the subject you’re teaching  Ifyou can’t bring yourself to come in excited and enthusiastic for your lesson & love it like it’s the greatest thing in the world — because for you, it actually is — your students will know.
  • 44. Don’t fall into the trap of having to cover everything  It’smuch better to do the best you can in the time you have to do it, and to choose what you think is most important, than it is to expose students to every little detail.
  • 45. Teach the right way for your own style  Teaching is as much about learning what works for students (and you know some of this: you were once a student) as it is about learning what works for you.
  • 46. Jump Out of the Box  Do not talk slowly and deliberately. If you are a slow speaker generally, try talking faster than usual.  Don't put yourself out as 'friend not teacher'. You need to respect the boundary here. You are a teacher, just a really good and different one.  If you are having a bad day, don't let it show. If you are upset or angry, don't let it show. You need to be the superhero figure here.
  • 47. Jump Out of the Box  Make your involvement seem effortless. Whether you're talking, teaching, listening, clearing up your desk, reading something. You need to make it look completely effortless.  Do not be over-attentive.  Do not smile too much and don't smile to the whole class. Smile occasionally and to a specific person.
  • 48. Jump Out of the Box  You are fallible, and you should be able to admit to your students when you’ve done something that you wished you had done better.  Model what you expect them to do. If you expect them to solve problems, solve some similar examples for them in class.  Give them practice.
  • 49. Jump Out of the Box  Your evaluation (i.e. tests and quizzes) should be formed based on the original objective. It should evaluate how well the students met the objectives you set out when planning your lessons.  You should be at least 1-2 weeks ahead in terms of your lesson plans.  It is never too late to start to implement these tips and ideas.
  • 50. Video & Other References  http://www.authorstream.com/Presentation/cblackmore-223623-changing-role-teacher- slidecast-module3-final2-entertainment-ppt-powerpoint/  http://www.youtube.com/watch?v=UrK2mg9h7kE&feature=related  http://www.youtube.com/watch?v=2Lh_PnO6Neg&feature=related  http://www.slideshare.net/lionnagaraju/what-makes-a-good-teacher  http://www.authorstream.com/Presentation/bmchaudhari-228633-good-teacher-education- ppt-powerpoint/  http://www.pptpoint.com/PPTTopics.htm